Teacher Work Sample Unit Wide Lesson Plan 1

Name: Program: Course:

Haley Mank Special Education SED 460

Lesson Topic / Title:

Reading and Spelling

Lesson Date: Lesson Length: Grade/Age:

03/07/2018 60 minutes 4th Grade

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning experiences
and performance tasks that support learners in reaching rigorous curriculum goals based on content
standards.

Learning Objective(s) Instructional Decisions / Reasoning

I can decode multisyllabic words using my word
strategy skills.
I can read with fluency and accuracy to support
comprehension.
This lesson is appropriate because this lesson follows
the learning sequence the student has been following
daily. This lesson is also appropriate because it directly
aligns to the students goals on their IEP.

I can spell words based on spelling rules I know.

Content Standard(s) Instructional Decisions / Reasoning

These standards are appropriate for this lesson because
CCSS.ELA-Literacy.RF.4.3 students will be working on these standards over the
Students will know and apply grade level-phonics course of the year. The skills they learn in this lesson
and word analysis skills in decoding words. will aid them in meeting these standards.

CCSS.ELA-Literacy.RF.4.4 The student will meet the first standard by decoding

Students will read with sufficient accuracy and multisyllabic words with 90% accuracy. Students will
fluency to support comprehension. meet the second standard by reading with 98%
accuracy and reading 101 WPM.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance and
determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning

Pre-Assessment -This pre assessment is to gain knowledge on the

-I will be giving the student an assessment on students current level of understanding on decoding
decoding words and breaking the words into words and breaking them into syllables and then
syllables. reading the words.

-I will be observing the student and provide -I will use observations and collected work to check for
guided instruction when students are reading understanding from student. I will use the students
reviewing syllable types. work to provide feedback and provide more direct
instruction in the area of weakness.
-I will observe the student decoding the words and
collect and review the work and look for
misunderstandings, strengths and weaknesses.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner needs.

Materials, Resources, and / or Technology Instructional Decisions / Reasoning

-The pre-assessment is used to get a basic
-Instructional Lesson Plan 1 understanding of the students knowledge.
-Pre-assessment
-Chapter Book : I Got a “D” in Salami -The Chapter book is used to promote reading with
-CLOVERS Chart accuracy and fluency.
-Decoding multisyllabic word packet
-Bray Tiles -The CLOVERS chart is used to review the six types of
-Lexia packet syllables from the chapter book the students is reading.
-Fundations Fluency Story
-Ipad -Bray tiles are used to practice and review spelling
rules.

-The Lexia packet is used to practice prefix meanings.

-Fundations fluency story is used to instill reading with

fluency and accuracy.

- The Ipad will be used if time allows for the reading

program Lexia.
Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by using
a variety of instructional approaches, strategies, and technologies that make learning accessible to all
learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence
5 Minutes Pre Assessment
10 Minutes Read Chapter Book
5 Minutes Review: Student practices
finding multisyllabic words
to break into syllables,
using the CLOVERS chart.
15 Minutes Decoding Multisyllabic
Words: Student breaks
multisyllabic words into
syllables using the
decoding strategy on the
multisyllabic word packet.
10 Minutes Spelling: practice spelling
words using the bray tiles.
10 Minutes Lexia Packet
1 Minute Fluency reading using
Fundations fluency story
Remaining Lexia program for reading
Time and spelling practice
Instructional Decisions / Reasoning
-Each day we begin the lesson by reading. This
prepares the student for the reading and spelling we
will do later in the lesson and practices reading with
fluency and accuracy.
-The spelling practice allows the student to review the
types of syllables and prepares the student for
independent work.
-The decoding of multisyllabic words allows the
student to practice decoding strategies and improves
their reading fluency.
-Spelling practice allows the student to practice the
skills we have previously worked on in the lesson and
use these skills to right their spelling words.
-The lexi packet has teh student work on using clues
from the sentences to determine the words to fill in the
blank and to determine the definition of the word based
on the prefix.
-The fluency reading is an assessment to track students
progress towards meeting the fluency goals.
 Meeting students’ needs (differentiation,
extensions, modifications, accommodations)
-Read aloud
-Teacher Modeling
-Visual types of resource guide
Instructional Decisions / Reasoning
-A read aloud allows the teacher to insure the student is
reading with fluency and this allows allows the student
to check to make sure they are reading the words
accurately.

-Teacher modeling provides the student an example of

what the expectations are for the specific task and
shows then how the task should be completed.

-A visual guide allows the student to use their

resources to check and make sure they are decoding the
words accurately.

Post lesson

Reflection
This being the first lesson of the teacher work sample went very smoothly. This student has worked with me
a number of times before and the tasks being asked of her are very similar to the ones she completes daily.
The pre-assessment went well. The student was able to break the word apart to be able to read each word
fluently. The student struggled with breaking the words into syllables and how many syllables each word had.
The student tried to find a pattern for the assessment answers and I believe this distracted her and misguided
her in her completion of the assessment. The student is struggling with decoding words in both guided
practice and independent work. The next time I taught this lesson I will reteach a lesson on decoding words
and breaking the words into syllables.
Teaching Standards and Rationale

Standard # 1 Learner Development

The teacher understands how students learn and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and physical
areas, and designs and implements developmentally appropriate and challenging learning experiences.

This standard states that the teacher understands that each student learns and develop at different rate.
Teachers should design instruction and learning experiences based on each individual child’s level of
development.

1(b) Creates developmentally appropriate instruction that takes into account individual learners’ strengths,
interests and needs and that enables each learner to advance and accelerate his/her learning.

For this lesson, I used the students IEP goals to create appropriate instruction based on the students strengths
and needs. This student has been given several assessments to monitor her progress in decoding words and
her reading fluency. I used this information on top of her IEP goals to develop the instruction.

Standard # 2 Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure
inclusive learning environments that allow each learner to reach his/her full potential.

This standard states that the teacher understands that each student has a different background and for each
child to meet their full potential their needs to be an inclusive learning environment.

2 (l) Believes that all learners can achieve at high levels and persists in helping each learner reach his/her full
potential.

2(a) Designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs
and creates opportunities for students to demonstrate their learning in different ways.

In this lesson I supported the students in focusing on her independent work to reach her highest potential that
I know she can reach. I provided guided instruction in the beginning of the lesson to aid the student in
completing her independent work to her fullest potential. The instruction used provided a few different ways
for the students to show her level of understanding of reading and decoding words accurately. In this lesson
the student was able to read her chapter book and pick out words she had trouble reading to decode them and
to create a deeper understanding of the words.
Standard # 3 Learning Environments
The teacher works with learners to create environments that support individual and collaborative learning,
encouraging positive social interaction, active engagement in learning, and self motivation.

This standard states that the teacher will work to create an environment that engages active learning and self
motivation with positive social interactions.

3 (r) Is a thoughtful and responsive listener and observer.

3 (d) Manages the learning environment to actively and equitably engage learners by organizing, allocating,
and coordinating the resources of time, space, and learners’ attention.

In this lesson as the teacher I listened to the student as she read her book and read the words in which she
was trying to decode. I responded when necessary correcting the words she had read incorrectly or decoded
improperly. During a few of the lesson I moved on from the task being asked of her to a different task to
improve focus and motivation and completed the task at a later time in the lesson.

Standard # 4 Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she
teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful
for learners.

This standard states the teacher will make the aspects of the disciplic accessible and meaningful through
engaging learning experiences.

4 (k) Understands common misconceptions in learning the discipline and how to guide learners to accurate
conceptual understanding.

4 (b) Engages students in learning experiences in the discipline(s) that encourage learners to understand,
question, and analyze ideas from diverse perspectives so that they master the content.

For this lesson I walk through several of the words when the student has decoded them incorrectly. I explain
to her that with our dialect we often pronounce words different than they are spelled and different than they
are broke up into syllables. I encourage her to break the words into syllables first in and then read to
eliminate the misconception of pronunciation.

Standard # 5 Innovative Applications of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in
critical/creative thinking and collaborative problem solving related to authentic local and global issues.

This standard states the teacher will engage the students in problem solving and critical/creative thinking
using concepts that have previously learned.

5 (c) Facilitates learners’ use of content tools and resources to maximize content learning in varied contexts.

Standard # 6 Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to
document learner progress, and to guide the teacher’s on - going planning and instruction.

This standard states the teacher uses multiple means of assessments and uses the data collected to guide plan
instruction.

6 (u) Is committed to making accommodations in assessments and testing conditions, especially for learners
with disabilities and language learning needs.

6 (e) Engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment
process.

Assessment is key in understanding children's strengths and weaknesses and level of understanding. For this
lesson and started with a pre-assessment to give be a basic knowledge of the students current level of
understanding. For the rest of the lessons I observed the student completing her independent and guided
practice work. I collected the independent work to provide feedback if needed.

Standard # 7 Planning for Instruction

The teacher draws upon knowledge of content areas, cross - disciplinary skills, learners, the community, and
pedagogy to plan instruction that supports every student in meeting rigorous learning goals.

This standard states the teacher uses all area of knowledge to support all students in meeting their learning
goals and to plan instruction.

7 (j) Understands the strengths and needs of individual learners and how to plan instruction that is responsive
to these strengths and needs.

7 (a) Individually and collaboratively selects and creates learning experiences that are appropriate for
curriculum goals and content standards, and are relevant to learners.
This lesson provides appropriate instructional sequencing. Allowing the students several opportunities for
different learning experiences and chances to use multiple means of representation for their work.

Standard # 8 Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to access and appropriately apply
information.

This standard states the teacher will use multiple strategies to encourage students to deepen their thinking
and make connections with past learning to appropriately apply information.

8 (e) Provides multiple models and representations of concepts and skills with opportunities for learners to
demonstrate their knowledge through a variety of products and performances.

8 (h) Uses a variety of instructional strategies to support and expand learners' communication through
speaking, listening, reading, writing, and other modes.

In this lesson I required the student to use her past knowledge on decoding words to complete her
independent work. We talked through any problems she encountered with decoding the words such as where
she should break the word into syllables on words that are pronounced different ways.

Standard # 9 Reflection and Continuous Growth

The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (students, families, and other professionals in
the learning community), and adapts practice to meet the needs of each learner.

This standard states the teacher will reflect on their instruction and evaluate their choices and actions on
others and use this information to adapt their instruction and actions to meet each students needs as a learner.

9 (a) Engages in ongoing learning opportunities to develop knowledge and skills in order to provide all
learners with engaging curriculum and learning experiences based on local and state standards.

After this lesson I reflected upon what went well during the lesson and what needed to be changed. I used
this reflection to prepare the next lesson in the sequence. I discussed the challenges I encountered in the
lesson with my mentor teacher on what I could change and how I could supplement the instruction to make
sure the student meets their highest potential.

Standard # 10 Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, other school professionals, and community members to
ensure learner growth, and to advance the profession.

This standard states the teacher will take responsibility for students learning and effectively collaborate with
the students and their families, colleagues and community members to make sure students are showing
growth.

10 (l) Understands schools as organizations within a historical, cultural, political, and social context and
knows how to work with others across the system to support learners.

Before this lesson I collaborated with my mentor teacher on what instruction should be provided for this
students. We looked at past assessments and her rate of growth and made the instructional decisions based
on this information. Throughout the sequences of the lesson I collaborated with my mentor teacher on how
to improve the lesson so the student can get the most out of the instruction.

Standard # 11.7 Technology Standards for Students and Teachers

Educators understand and use data to drive their instruction and support students in achieving their learning
goals.

This standard states the teacher will continue to use technology to support students learning and to ensure
students are reaching their learning goals.

a. Provide alternative ways for students to demonstrate competency and reflect on their learning using
technology.

In this lesson the Ipad was used when the instruction finished early. The student went on the program
LEXIA, which focuses on reading skills. This practices the skills we have been working on during the
lesson. This program allows for the student to demonstrate their learning in a different representation.
 Appendix

Instructional Lesson Plan

Lesson 1

1. Pre Assessment: Have student read all words on paper. Indicate number of words the student got correct.
Have students decode words using syllable indicators and write the number of syllables in each word.

2. Read chapter 9 pages ​50​ to ​53​.

3. Review 6 types of syllables: Open, closed, R-controlled, C-le, vowel consonant e, vowel teams. Have
student find 3 work to add to their CLOVERS chart (types of syllables, plus a column for words with
suffixes). Put each syllable in the correct type of syllable column. Make sure they pick multi-syllable words.

4. Review decoding multisyllabic word strategies using words ​pg. 6

A. Use the multisyllabic decoding strategy They have a sheet in their folders with these rules.
1.Underline the vowels
2.See if any of the vowels work together to make one sound
3.Split off prefixes and suffixes
4.Split double consonants (not blends)
5.Do any chunks have more than 1 vowel sound? If so split
B. Have student break apart words, and then read the words to you.

5. Spelling - practice spelling words using bray tiles

A. one tile per sound, then write the words underneath
B. Review spelling rule: C /s/ when followed by e, I, Y
C. Words to spell: Voice, celebrate, cylinder, circulate, circus

6. Lexia Packet: Prefixes for-, in-, out-, over-, under-, ​Page 1

7. Fluency work- FUNDATIONS Story 8, 1st reading. Record time and number of errors.

8. Lexia, if time
 Pre-Assessment

Name:__________________________________________

Read the words aloud and then identify the number of syllables in each word and use a / to accurately divide the words.

____ 1. category ____ 6. misunderstanding

____ 2. thermometer _____ 7. littlest

____ 3. impossible _____ 8. conversation

____ 4. denominator _____ 9. imagination

____ 5. government _____ 10. temperature

___/10 Number of words read correctly

____/10 Number of syllables identified correctly

____/10 Words divided into syllables correctly

Student Work Samples
Pre-Assessment
CLOVERS Chart
Syllables
LEXIA Worksheet
 Rubric
Learning Objectives Does Not Meet Partially Meets Meets

I can decode
multisyllabic words
using my word X
strategy skills.

I can read with

fluency and accuracy
to support X
comprehension.

I can spell words

based on spelling X
rules I know.